This study was conducted to examine the effect of gamification on students' physical activity behaviors. The sample of the study consisted of 49 sixth-grade students studying in 2 different secondary schools in the Etimesgut district of Ankara province, which was determined by the convenience sampling method. An experimental design with pretest-posttest control group was used in the research. Pedometer, Situational Motivation Scale, Basic Psychological Need Satisfaction Scales, Exercise Stages of Change Questionnaire, Physical Activity Self-Efficacy Questionnaire, Physical Activity Enjoyment Questionnaire, and Physical Activity Attitude Scale were used as data collection tools in the study. The study was carried out 1-week baseline and 4 weeks of intervention. While the students in the control group continued their daily lives, the students in the intervention group were provided with daily access to the gamification environment. The gamification environment was created by installing BuddyPress and game press plugins on the WordPress content management system. Items such as leaderboard, level, and badge were used in the gamification environment and the number of steps of the students was converted into points. In the analysis of the data, Independent Samples t-Test and Two-Way Mixed ANOVA were used. Significant differences were found in favour of the experimental group at physical activity levels, F(1.47) = 59.701 p = .000, self-efficacy F(1.47) = 4.369 p = .042, enjoyment F(1.47) = 4.54 p = .038, self-confidence F(1.47) = 5.692 p = 0.021, autonomy F(1.47) = 4.437 p = .041, relatedness F(1.47) = 15,110 p = .000, intrinsic motivation F(1.47) = 4.453 p = .040 and motivation F(1.47) = 4.353 p = .042. As a result, it can be said that gamification has a positive effect on students' PA behaviors.